Written Answers Nos. 266-290
266. Deputy Róisín Shortall asked the Minister for Education and Skills his plans for the junior certificate school programme; if it will include resources for school libraries and allocation of librarians, particularly in DEIS schools; and if he will make a statement on the matter. [9161/20]
View answerA review of Junior Certificate School Programme (JCSP) is underway.
Schools that currently offer the JCSP have been advised that they may continue to do so. While the review is ongoing, no new applications are currently being accepted from schools for entry to the JCSP.
267. Deputy Róisín Shortall asked the Minister for Education and Skills if additional support and resources will be provided to school staff due to changes in the school completion programme in view of the increased workload; and if he will make a statement on the matter. [9162/20]
View answerThe School Completion Programme (SCP) forms an integral part of TUSLA's Education Support Service under the remit of the Department of Children and Youth Affairs. The SCP aims to increase retention in primary and post-primary education and in doing so improving the numbers of pupils who successfully complete Senior Cycle. The programme is a key support for schools under the DEIS (Delivering Equality of Opportunity in Schools) programme.
The SCP is under the remit of Department of Children and Youth Affairs (DCYA) who have advised that there are currently no changes planned to the SCP in the immediate short term. DCYA is currently developing a Policy Blueprint on the future of all Education Support Services provided by Tusla. As part of the implementation of the actions contained in this blueprint, DCYA have advised that a new SCP scheme will be scoped out and developed to ensure that its reach, resources and impact are maximised in supporting young people and work on this will begin once the blueprint is published.
269. Deputy Éamon Ó Cuív asked the Minister for Education and Skills when full details of the way in which the July provision of services for children with severe and profound intellectual disabilities will operate in 2020 will be announced; and if he will make a statement on the matter. [9173/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
270. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if the early re-opening of special schools for children with severe and profound disabilities will be allowed in view of the challenges faced by the parents of children with severe and profound disabilities and the small numbers involved in each classroom of special schools; and if he will make a statement on the matter. [9174/20]
View answerOn the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
This process will also consider when special schools, including special schools for children with severe and profound disabilities, may safely reopen.
The issues raised by the education partners will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/covid-19/#14
In addition to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at
https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at
https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
My Department is also planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
271. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if he has had discussions with the outdoor adventure and activity centre sector (details supplied) in view of the cancellation of most activities and events in adventure centres in 2020 to ensure they survive the effects of the Covid-19 pandemic; if he has considered providing a deposit guarantee to the sector; and if he will make a statement on the matter. [9179/20]
View answerDecisions in relation to school trips are a matter for school authorities and any queries or concerns that providers have regarding deposits for specific school trips should be raised with the school authority concerned. Funding is not provided by the Department for school trips.
My colleague the Minister for Business, Enterprise and Innovation has announced a range of measures designed to support businesses through this very difficult period. The Deputy may wish to contact that Department for information on which of these measures could assist small businesses such as those in the outdoor activity and adventure centre sector.
272. Deputy Matt Carthy asked the Minister for Education and Skills when guidelines will be provided for the reopening of schools; and if he will make a statement on the matter. [9190/20]
View answerOn the 1 May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is engaging and working with the education partners and relevant stakeholders on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap and all decisions on how schools are to safely re-open and operate will be consistent with public health advice.
As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools. These will now be worked through in detail as part of the development of the roadmap for reopening schools
Guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.
273. Deputy Mattie McGrath asked the Minister for Education and Skills the measures he will implement particularly in rural schools to reduce class sizes; if extra teachers will be provided to allow for one class one teacher to minimise educational and social disruption for children; and if he will make a statement on the matter. [9218/20]
View answerBudget 2020 has provided for a budget of more than €11 billion for the Department of Education and Skills in 2020. This is the highest ever allocation to the sector and an increase of nearly €2 billion since 2016.
Teacher numbers at primary level have increased by almost 3,500 when comparing the 2015/16 school year with the current school year and this has led to a steady improvement in the pupil teacher ratio and average class size statistics during this period.
The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.2:1 at primary level when comparing the 2015/16 school year to the 2018/19 school year. Average class sizes at primary level improved from 24.9 to 24.3 in the same period.
The annual staffing schedule determines the allocation of teachers to schools. For the current school year, it operates on a general average of 26 pupils to every 1 teacher (26:1) which is historically the lowest ever allocation ratio at primary level.
The National Return to Work Safely Protocol will inform discussions with all education partners so that appropriate guidance for schools is developed and arrangements put in place in time for the new school year.
275. Deputy Norma Foley asked the Minister for Education and Skills if schools will not lose a teacher for the 2020/2021 school year in view of the fact increased health and safety requirements due to Covid-19 make it vital that schools have sufficient teachers available to implement same. [9271/20]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The redeployment of all surplus permanent/CID holding teachers is the mechanism used to fill teaching posts and is key to the ability of the Department to manage within its payroll budget. The redeployment panels are currently transacting and schools are filling teaching vacancies for the 2020/21 school year.
The National Return to Work Safely Protocol will inform discussions with all education partners so that appropriate guidance for schools is developed and arrangements put in place in time for the new school year.
276. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to increase capacity at a school (details supplied); and if he will make a statement on the matter. [9275/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and school places nationally to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. The Department of Education and Skills works closely with the NCSE in this regard.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know that this can cause much anguish for parents and families involved.
As Minister for Education and Skills, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.
The NCSE’s Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at:
https://ncse.ie/regional-services-contact-list
If the parent of the child referred to by the Deputy has not done so already, I would encourage them to directly contact their local SENO, who will be available to offer advice and assistance on this matter.
I hope this information will be of assistance.
277. Deputy Darren O'Rourke asked the Minister for Education and Skills when apprentice mechanics who had their studies interrupted due to Covid-19 will be able to return to study; if his attention has been drawn to the fact that the interruption has prevented many apprentices moving on to the next pay scale (details supplied); if he has considered a way to accommodate apprentices in the meantime; and if he will make a statement on the matter. [9286/20]
View answerSOLAS is actively engaged with the education and training providers to put in place alternative learning and assessment solutions for apprentices which safeguard learner safety in the current climate as well as maintaining the quality and integrity of the apprenticeship programme.
As part of this work, it is intended that the majority of craft apprentices who were close to completing an off-the-job phase of training will be offered an opportunity to complete outstanding theory assessments before the end of June. An initial communication on this issued to relevant craft apprentices and employers on the 15th May, 2020. Guidelines explaining the arrangements for alternative assessment have since been issued to these apprentices.
The registered training providers along with SOLAS will be providing more information on what steps apprentices will need to take to complete their assessments in the coming weeks.
In addition, apprentices who have been prevented in engaging in their on-the-job or off-the-job training by the Covid-19 restrictions will not have their apprenticeship temporarily or otherwise suspended. The national restrictions will not affect apprentices’ record of time-served, where relevant.
SOLAS will continue to provide ongoing updates for apprentices and employers in relation to the impact of Covid-19 on apprenticeship programmes. These may be found at www.apprenticeship.ie and also on Twitter @apprenticesirl.
278. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the exact statistical methods which will be used for the standardisation of results submitted by schools in the context of the calculation of grades within the leaving certificate. [9296/20]
View answer284. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the stage junior certificate will be factored in view of his comments that junior certificate results can be used as a safeguard to protect a strong cohort from suffering under the standardisation part of the calculated grades model; and the role it plays in the statistical model being used for standardisation [9302/20]
View answerI propose to take Questions Nos. 278 and 284 together.
I published detailed guidance for schools on calculated grades on 21 May with further supplementary guidance provided on 28 May. The document sets out information on the process of estimating marks for students to receive calculated grades, and this has been sent to all schools. The document, together with Frequently Asked Questions, are available on my Department’s website.
Calculated Grades are decided based on data on each candidate provided by schools. The calculated grades process combines estimates of a student’s expected performance i n a subject and level, with information about how students in the school have fared in this subject in recent years in line with national performance standards over time.
After the estimated percentage marks and rankings are received from all schools, my Department will analyse them and carry out a process of national standardisation. This will compare information about how students in this school have fared at Leaving Certificate over the past three years to the national standard. It will also review the performance of this year’s group of students against their overall performance at Junior Cycle.
The information about each individual and their peers is combined with the information about the school’s previous results and previous groups to allow checks that the marks and rankings for each subject in a school and all other schools are reasonable. This means that all candidates across the country are treated fairly. The statistical process being applied will not impose any predetermined score on any individual in a class or school.
282. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills his plans to ensure that post-leaving certificate students from 2020 will be in a position to attend third-level in 2020. [9300/20]
View answerEducation and Training Boards (ETBs) have an agreed position on determining and implementing reasonable alternative methods of assessment for their learners, while ensuring that learning outcomes can continue to be assessed and approved by academic governance. Each ETB has developed more detailed contingency plans at provider level, submitted to Quality and Qualifications Ireland (QQI), and published on each ETB’s website. These alternative methods are currently being applied across ETB provision, including post-leaving certificate courses.
ETBs have participated fully in structures established with the higher and further education sectors to manage the response to Covid-19. ETB learners are being facilitated to undertake assessments for the purpose of progression to higher education in the required timeframe.
285. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the steps his Department and the SEC are undertaking with regard to the leaving certificate of 2021 in view of the fact that the 2020 fifth year cohort have also suffered significantly from the lack of building-based schooling in recent times [9303/20]
View answerFollowing the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
Schools adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distant learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure.
In the context of planning for a return to school which is underway, my Department is, inter alia, considering the curriculum, i.e. what needs to be put in place to support ongoing progression for learners and addressing any shortfall that may result from school closures. Those going into sixth year in post primary schools are a group that will receive a particular focus in the context of preparations for the Leaving Certificate examinations in 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making.
286. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the latest details regarding the July provision scheme. [9304/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
287. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if he will publish the current draft of plans for school buildings re-opening; his plans for schools or units to be open for teaching before summer 2020; his further plans for a combination of remote learning and in school learning when schools reopen; if an additional budget will be provided for school cleaning; if an additional budget will be provided for information technology; and if he will publish a roadmap for education to give a clear basis for schools to begin preparation for the next school year [9305/20]
View answer290. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if the re-opening of schools will be on a phased basis; if it will still involve remote learning; and if he will consider additional funding to ensure access to remote learning for all primary and secondary children [9308/20]
View answerI propose to take Questions Nos. 287 and 290 together.
On the 1 May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is engaging and working with the education partners and relevant stakeholders on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap and all decisions on how schools are to safely re-open and operate will be consistent with public health advice.
As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools. The issues raised by the education partners include those referred to by the Deputy in his question. These will now be worked through in detail as part of the development of the roadmap for re-opening schools.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures. This includes €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
Guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.
288. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills his views on whether the SIM model for SNA and special needs allocations does not allow for significant shifts within a class cohort within a year; and if he will examine this further [9306/20]
View answerSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically roll over into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools.
Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
289. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the action he will take to ensure the significant shortfall of school places in ASD units and in special schools in County Cork is addressed. [9307/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
There are currently 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.
A list of special classes and special schools for the current school year is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The National Council for Special Education has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and school places nationally, including Cork, to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know this can cause much anguish for parents and families involved.
As Minister, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.
The NCSE has advised that they have experienced difficulties in securing special class or school placements in certain areas in Co Cork, but that they are continuing to work as a matter of urgency in accommodating students who require such placements.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at:
https://ncse.ie/regional-services-contact-list.
